1. The Education Review Office (ERO) Evaluation

Te Kōhanga Reo o Tūmanako Rāwhiti is an urban kōhanga located in Clifton, Invercargill. It has a strong whānau base where parents and children are able to develop a special sense of belonging and whanaungatanga. Children enjoy being at the kōhanga. The whānau is focused on providing children with interesting learning opportunities in this warm and comfortable environment.

The whānau chose Mana Whenua as the focus area for this review. Whānau and children affiliate to different iwi. However, children have many opportunities to learn about Mana Whenua in the urban, rural and seaside settings of Murihiku. These include learning about the tikanga, traditions and history of Ngai Tahu and Ngāti Māmoe.

Children recite their pepeha, whakapapa and karakia. Waiata and action songs are a feature of the learning programme. Learning activities are theme-based. There are many opportunities for children to explore and work with natural materials and a variety of resources and equipment. Children are confident and enthusiastic learners.

The learning programme is well planned and delivered. The contribution of the kuia and koroua is highly valued. They are instrumental in teaching and guiding the kaimahi, children and parents in their learning about Mana Whenua and each of the taumata whakahirahira. Important concepts are taught and reinforced at appropriate times. Interactions and relationships are positive. Adults are caring and supportive with all children. Parents regularly participate in the learning programme as well as fulfilling delegated responsibilities. There is a good flow of activity with positive support in place to manage the daily programme and routines.

A core group of whānau members effectively manage and operate the kōhanga. There is a strong sense of trust and confidence in this group to carry out key roles and responsibilities for kōhanga management. Whānau meetings are well attended and well documented. Financial management is closely monitored. The kōhanga has established useful networks with various community agencies and support groups. As a result there is active support for planned kōhanga developments and improvements.

Kaimahi are in the early stages of assessing and monitoring children’s learning. Assessment practices include the informal sharing of information about children’s learning and progress with parents and the whānau. This is an area that requires further development. Programme evaluation is limited. The kaimahi are not able to clearly determine the effectiveness of the learning programme and how well the individual and age group needs of children are being met. A specific strategy for te reo Māori is also required. Children and whānau members readily use English within the kōhanga environment. This hampers efforts by kaimahi to foster and nurture children’s te reo Māori.

Future Action

ERO is confident that the kōhanga is being managed in the interests of the children. Therefore ERO will review the kōhanga again as part of the regular review cycle.

2. Review Priorities

The Focus of the Review

Before the review, the whānau of Te Kōhanga Reo o Tūmanako Rāwhiti was invited to consider its priorities for review using guidelines and resources provided by ERO.

The detailed priorities for review were then determined following a discussion between the ERO review team and whānau. This discussion focused on existing information held by the kōhanga reo (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children at Te Kōhanga Reo o Tūmanako Rāwhiti.

The whānau chose as its focus area:

Mana Whenua

All ERO education reviews in kōhanga reo focus on the quality of education. For ERO this includes the quality of:

whānau self review and strategic planning; and

programme planning, assessment and evaluation.

ERO’s findings in these areas are set out below.

3. Findings

Mana Whenua

Background

Kōhanga whānau members and children know each other well and interact in positive ways. Children enjoy their time at the kōhanga. Helping children to understand and appreciate the differences between life in the old days and life today is an important aspect of children’s learning. Developing children’s sense of identity and belonging is a priority for the whānau.

Areas of good performance

Learning environment. Children work and play in a comfortable and well resourced learning environment. The kōhanga is homely and comfortable. Children have easy access to a well-maintained outdoor area. Practical work by the children such as gardening, taking care of Papatūānuku and making potato prints create mini learning centres where kaimahi encourage discussion and activity. Children are confident and happy in their learning environment.

Learning programme. The programme provides children with a variety of learning experiences that cater for their different age group needs, interests and ability levels. The programme is well paced and well balanced with a range of formal and informal activities. Children are able to choose activities that interest them. They readily have conversations with kaimahi and others about their work and play. Kaimahi and whānau members work hard to meet the specific learning and developmental needs of individual children. Kaumātua are a rich source of knowledge and information for the kaupapa of kōhanga reo, te reo and tikanga Māori. Children’s learning and development is a priority.

Whanaungatanga. Children are learning important values about care and respect for oneself and for others. Children interact and relate to each other in positive ways. There are strong models to help children develop tuakana/teina relationships in their work and play. Whānau and kaumātua regularly support and participate in the learning programme. Children are friendly and responsive. Children are learning about whanaungatanga in meaningful and practical ways.

Tikanga Māori, values and beliefs. Children are learning appropriate behaviour and social skills at the kōhanga. The kaumātua, whānau and kaimahi have clear expectations for tikanga including health and safety routines. Children take part in practices including protocols for visitors, karakia for different times of the day, tuakana/teina relationships, interacting and communicating with others. They learn table manners and behaviour, transport rules and the safety reasons for these rules. The kuia and koroua encourage children and whānau members to appreciate and value tikanga Māori in their daily kōhanga activities.

Areas for improvement

Identified learning needs. Individual children with specific te reo Māori and learning needs have been identified. An appropriate plan is required to guide kaimahi in catering for the particular needs and interests of these children, including what they enjoy and what they can do well. It is also important that the whānau and kaimahi make every effort to create and maintain an immersion environment where the daily use of te reo Māori is sustained. The development of children’s te reo Māori is hampered by the regular and accepted use of English within the kōhanga environment.

Planning and Evaluation

Background

In all Education Reviews, ERO includes the quality of whānau self review, strategic planning, programme planning, assessment and evaluation. This section reports key findings and areas for improvement.

Areas of good performance

Kaupapa planning framework. Kaimahi have a clear and comprehensive kaupapa-planning framework to guide programme development. The kaupapa kaimahi provides consistent support in programme planning and delivery. Kaimahi are focused on increasing their knowledge and understanding of Te Whāriki and its implementation. Annual, monthly, weekly and daily plans are in place. These are based on the taumata whakahirahira, the atua Māori and key dimensions about the holistic development of the child. A range of themes and subtopics has clear learning outcomes with separate goals for age group activities. The whānau is developing and

strengthening its capability to plan appropriate learning programmes for their children.

Assessment. Kaimahi are in the early stages of assessing children’s learning and development. They regularly share information about the children with parents and whānau members. Kaimahi reporting at monthly meetings highlights kaupapa ako from the planning framework. Kaimahi are developing simple strategies for monitoring and assessing children’s progress.

Whānau management. The management and operation of the kōhanga is effective. The whānau has ample confidence in its core management group to carry out kōhanga operations. Members are well informed and satisfied with current systems and practices. These support and guide long and short-term developments. Monthly meetings are well attended and well documented. There is a clear trail for the review of kōhanga activities and decision-making processes. The kaiako and the licensee provide effective and mature leadership and guidance for younger whānau members. The whānau provides a well-organised learning environment for children.

Strategic planning. The whānau has a clear and manageable strategic plan in place to guide future kōhanga developments. Planning includes identified long and short-term goals, specific objectives, delegated responsibilities, timelines and budget allocations. Whānau minutes show some monitoring and reviewing of strategic goals and progress towards targets. The learning and developmental needs and interests of children guide decision-making and future planning in the kōhanga.

Professional development. The kaupapa kaimahi works closely with the whānau and kaimahi to strengthen their knowledge and understanding of Te Whāriki. Training programmes are well organised and well attended. Kaimahi are confident about using Te Whāriki. The whānau has a clear focus on supporting kaimahi development so that children benefit from sound programme planning and delivery.

Areas for improvement

Assessing children’s learning and progress. Assessment practices are in the early stages of development and implementation. Assessment tasks are not clearly linked to defined learning outcomes. Kaimahi therefore do not have sufficient information to guide them in planning for the next steps in children’s learning and development. Further training in assessing and reporting children’s learning and progress in useful and interesting ways is required.

Evaluating the learning programme. Kaimahi do not have a system for evaluating the effectiveness of the learning programme. Programme discussions are informal and incidental. Kaimahi are not able to determine how well the learning programme is catering for the group and individual needs and interests of children.

4. Whānau Management Assurance on Compliance Areas

Overview

Before the review, the licensee, whānau and staff of Te Kōhanga Reo o Tūmanako Rāwhiti completed an ERO Kōhanga Whānau Assurance Statement and Self-Audit Checklist. In these documents they have attested that they had taken all reasonable steps to meet their legislative obligations related to:

administration;

health, safety and welfare;

personnel management; and

financial and property management.

During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:

5. Recommendations

develops a te reo Māori strategy to increase the use of te reo in the kōhanga; and

continues to strengthen its positive working relationships and networks with various support groups in the community.

6. Future Action

ERO is confident that the kōhanga is being managed in the interests of the children. Therefore ERO will review the kōhanga again as part of the regular review cycle.[Signed]

Rob Williamson

Acting National Manager Māori Reporting Services (Te Uepū ā-Motu)

for Chief Review Officer

19 May 2009

About the Kōhanga Reo

Location

Invercargill

Ministry of Education profile number

90307

Type

Kōhanga Reo

Number licensed for

26 including 10 under two years old

Roll number

10 including 2 under two years old

Gender composition

Girls 4

Boys 6

Ethnic composition

Māori 10

Review team onsite

November 2008

Date of this report

19 May 2009

Previous ERO reports

Education Review, November 2005

Discretionary Review, April 2002

Discretionary Review, June 2001

Accountability Review, June 2000

To the Parents and Community of Te Kōhanga Reo o Tūmanako Rāwhiti

These are the findings of the Education Review Office’s latest report on Te Kōhanga Reo o Tūmanako Rāwhiti.

Te Kōhanga Reo o Tūmanako Rāwhiti is an urban kōhanga located in Clifton, Invercargill. It has a strong whānau base where parents and children are able to develop a special sense of belonging and whanaungatanga. Children enjoy being at the kōhanga. The whānau is focused on providing children with interesting learning opportunities in this warm and comfortable environment.

The whānau chose Mana Whenua as the focus area for this review. Whānau and children affiliate to different iwi. However, children have many opportunities to learn about Mana Whenua in the urban, rural and seaside settings of Murihiku. These include learning about the tikanga, traditions and history of Ngai Tahu and Ngāti Māmoe.

Children recite their pepeha, whakapapa and karakia. Waiata and action songs are a feature of the learning programme. Learning activities are theme-based. There are many opportunities for children to explore and work with natural materials and a variety of resources and equipment. Children are confident and enthusiastic learners.

The learning programme is well planned and delivered. The contribution of the kuia and koroua is highly valued. They are instrumental in teaching and guiding the kaimahi, children and parents in their learning about Mana Whenua and each of the taumata whakahirahira. Important concepts are taught and reinforced at appropriate times. Interactions and relationships are positive. Adults are caring and supportive with all children. Parents regularly participate in the learning programme as well as fulfilling delegated responsibilities. There is a good flow of activity with positive support in place to manage the daily programme and routines.

A core group of whānau members effectively manage and operate the kōhanga. There is a strong sense of trust and confidence in this group to carry out key roles and responsibilities for kōhanga management. Whānau meetings are well attended and well documented. Financial management is closely monitored. The kōhanga has established useful networks with various community agencies and support groups. As a result there is active support for planned kōhanga developments and improvements.

Kaimahi are in the early stages of assessing and monitoring children’s learning. Assessment practices include the informal sharing of information about children’s learning and progress with parents and the whānau. This is an area that requires further development. Programme evaluation is limited. The kaimahi are not able to clearly determine the effectiveness of the learning programme and how well the individual and age group needs of children are being met. A specific strategy for te reo Māori is also required. Children and whānau members readily use English within the kōhanga environment. This hampers efforts by kaimahi to foster and nurture children’s te reo Māori.

Future Action

ERO is confident that the kōhanga is being managed in the interests of the children. Therefore ERO will review the kōhanga again as part of the regular review cycle.

When ERO has reviewed a kōhanga reo we encourage whānau management to inform their community of any follow up action they plan to take. You should talk to the management or licensee if you have any questions about this evaluation, the full ERO report or their future intentions.

If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.[Signed]